CHAPTER II

THEORETICAL FRAMEWORK

In the theoretical framework chapter, the researcher attempts to explain

the literature review which contains supporting theories that describe ability in

writing, the concept of writing, the definition of recount text and contains an

overview of existing research.

A. Literature Review

1. Ability in Writing

Ability is a skill. About Nurhidayah (2017) expertise is the good

ability to do something. Skills imply prerequisites for possessing and

accessing certain insights, processes, or sequences of behaviors that lead

to definite achievement. Hasan (1995) argues that ability is a skill or

competence in doing a job. Ability indicates a performance that is done,

but talent requires a training course so that performance can be done in

the next. So it can be concluded that ability is expertise in doing a job

well, in getting it without the need for courses or education while talent

in the process or performance requires training in order to lead to good

performance.

Ability is the competence of students to make up to develop

recount texts. Student achievement is determined by their talents and

abilities. A student may have talent in a subject if he can get an

achievement. Based on the opinion of Nurhidayah (2017) so, one's

talents and abilities will produce the best achievements. So that students'

learning abilities can be seen from the acquisition of learning outcomes.

Although taught by the same teacher, the ability of each student in

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 mastering the material is not the same, because the ability to understand

the material is different.

2. Concept of Writing

a. Definition of Writing

Kartika (2017) said that writing is transforming our

thought into language. In other words, Hasibuan & Handayani

(2018) stated that writing can be defined as a way of

communication by transforming observations, knowledge,

thoughts, or ideas into language, which also relays to the process

of monitoring any single words or features that we have written

and the process of rereading and revising our writing”. From this

statement, the researcher can conclude that writing is not one of

the skills where the author can express his thoughts in a language

that is easily understood by the reader but also describes a way

of communication that requires a process of monitoring and

revision so that these thoughts can be expressed smoothly so that

they can be understood by the reader. So that the activity of

writing is not just copying words and sentences; but rather

pouring and developing thoughts, ideas, and ideas, in an orderly,

logical, systematic writing structure, so that it is easily captured

by the reader.

Meanwhile, Hasani (2015) revealed that writing is a

process of communicate thoughts, feelings, sensations, fantasies,

desires, beliefs, and experiences which are arranged with graphic

symbols in writing for communication purposes. Ristyaningrum

 (2020) states that writing is also defined as the thinking ability

of a person who has good criteria for issuing ideas, such as good

grammar, correct mechanics, content, good organization, and

mastery of vocabulary. Mufida (2020) also says, Writing is an

activity of critical thinking and gifted to give expression to the

writer’s experiences. So, writing is the ability to express

thoughts, feelings, and sensations critically which is well

structured according to grammar and mechanics to communicate

and express the author's experience.

b. Elements of Writing

In reference to Bailey (2006) cited in Al’Imroah (2017)

elements of writing are skills required for most academic writing.

It is:

1) Objectives

Objectives talk about why an author wrote a

certain paragraph. For the author to stay spotlighted on

the topic, the writer must know well the goal they are

trying to achieve. The purpose is the goal to be achieved

by the author. Certain goals must be owned by the author

in writing or essay. There are three main aims of writing

— to tell the readers, to communicate yourself, and to

convince the readers (McWhorter, 2010).

2) Audience

The second is keeping the audience in mind as

you write. When writing every sentence in a

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 paragraph/text, a good writer always keeps the audience

or readers in mind.

3) Clarity

Clarity means how easy it is for the reader to

understand the writing written by the author. With clear

sentences and good point explanations, the author will

convey in a certain language.

4) Unity

In paragraphs, unity becomes internal

consistency. A sentence or anything that doesn't hold up

to the aim, the paragraph could lose its unity. It also

means that all sentences relate to the topic sentence and

the main idea. staying on topic or making sure that every

supporting or explanatory sentence relates to the topic

sentence is a requirement to be a good writer (Ibid, p. 84).

5) Coherence

Coherence could be interpreted as coordinating

with each other. When all ideas are arranged logically

and flow smoothly from one to another, then the writing

can be said to have coherence. For readers to follow the

main idea more easily, a piece of writing or essay must

have coherence. There are three important aspects of

coherence: keyword repetition, transitional phrases,

word transitional, and logical order (Al’Imroah, 2017).

c. Component of a Good Writing

In reference to Jacob [Link]. (1981) cited in Aulia, F (2019)

1) The Substance

The writing’s substance should be

understandable to the reader so that they may

comprehend the message and get information from it. A

piece of writing's material must be cohesive and

complete to be good. This concept is more commonly

recognized as unity and completion, which turn into traits

of quality writing.

2) The Organization

The organization is a writer's way of

communicating ideas and organizing his writing to have

good paragraphs. The organization must be maintained

properly in writing because a good paragraph has unity

in meaning, all sentences discuss one main topic, and

supporting sentences explain the main topic in the

paragraph.

3) The Vocabulary

Vocabulary is a very important aspect of learning

English, especially in writing skills, in the writing

process, writers always think of arranging words into

sentences and then arranging sentences into paragraphs

until that day they can generate an article. Effective use

of words will always result in good writing. To be able

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 to write well, the ability to choose and use the right

vocabulary must be mastered. So that writers can dig

deeper into what ideas they want to express well.

4) Grammar

Grammar creates a well-organized reading and

writing performance for easy understanding. To

determine the correct sentence in writing text. The need

for attention in the use of language in writing involves

the right language and proper grammar. Grammar is very

important for students because it can help students

increase their use of formal language.

d. Writing Process

Students who are practicing writing must follow certain

guidelines to improve the effectiveness of their writing and the

quality of their work. It places a strong emphasis on writing

training that stresses the process of writing rather than the final

product. Writing is used for a variety of purposes, and producing

it in distinct forms in a way that is simple to grasp requires

following a set of planned processes. Writing involves these four

steps, in that order:

1) Planning

The first stage in the writing process is planning.

Planning is an orderly procedure used to produce the

desired result. There are three main problems when

starting planning. First, they have considered the purpose

 of their writing, as it will affect the type of text to be

produced, the language to be used and the information to

be entered. Second, writers must think about the audience

reading their writing. Third, writers must consider the

structure of the content of their writing. What is the best

way to structure the facts, ideas, or arguments have

decided to include, such as making plans for what to

write about, getting ideas out, selecting similar and

supporting ideas.

2) Drafting

Drafting is a series of strategies designed to

develop and develop continuous writing procedures to

conclude whether the information you find during

planning can be determined to be a successful part or not,

drafting is the process of getting information through an

outline. As the writing process progresses to editing,

several drafts can be produced en route to the final

version. The second step is to make a draft. In this step,

the author focuses on writing fluency and is not

preoccupied with grammatical accuracy or neatness of

concepts. At the draft stage, students are expected to put

the arrangements they made at the planning stage on

paper. At this stage, the spelling rules for written text are

ignored. The students mainly try to create content.

3) The next step is to revise

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 Revision is a procedure to improve or improve

ongoing work, revising is a series of design strategies to

review and re-evaluate the choices that have been made

from a written work. In revising, the writer tries to make

sure that the reader can understand the message. The

writer must check whether the logic of the ideas

presented is smooth or not. Revision is a thought process

that occurs every time you work on a writing project.

This stage consists of a student review of the written draft,

At this stage, students may expand the text with new

ideas or delete unnecessary parts, this is done to develop

the draft into a well-written composition

4) The final step is editing.

The author produces the final version when he or

she has edited the draft, making any changes they deem

necessary. So far the focus has been on content. In this

step, the rules of spelling and punctuation, called the

mechanical aspects of writing, are examined. Before

sharing what they have written with others, students

review the draft one last time and make corrections for

readability. At this point, they consider what they have

written, get feedback from others, and make changes.

Based on the development model, process

development, and skills, writing activities can be set up.

 A pre-writing phase, writing or drafting phase, and

revising phase are necessary for an oriented method.

Every stage will assist students with concentrating on a

variety of written communication-related issues,

including content, organization, purpose, audience, and

grammatical accuracy (Ramirez, A. G, 2014). Writing is

a skill that calls for the act of putting thoughts or opinions

in writing or other written form. A good writing process

involves planning a topic and choosing a subject,

followed by creation, revision, and writing. As a result,

when learning to write, kids must follow the proper

procedures to generate better and simpler-to-read writing.

3. Recount Text

a. Definition of Recount Text

According to Saragih (2014), recount text is essentially a

report of a journey from a string of connected events. A recount

is written to provide information about an event or to amuse

readers. Recount Text serves as a medium for narrating historical

events. This means that in addition to retelling experiences or

events in the past, recount also serves to entertain people so that

they are interested when reading the story. Fauziati et al (2013)

text recount historical occurrences in chronological order.

Conflicts are absent from recount texts, which solely recount a

past series of events. According to Hyland (2003), recount text

tells what happened. This means that a recount is a text that tells

9
 about an event that has been experienced in a person's life, and

can be used to explain events that have occurred in the past such

as vacation experiences, activities, accidents, etc. So, the

researcher could conclude recount text generally tells of

someone's experience that focuses on several events that have

occurred that haven't conflicted. The goal is to tell stories, events,

or interactions between characters into a plot pattern and to

entertain the reader. It can be a sad, glad, or unforgettable

experience.

b. The Social Function of Recount Text

Recount text has several social functions, namely: To

describe past experiences by retelling events or things in the

order in which they occurred, recounts retell past events. The

recount begins by telling the reader that he or she was involved,

what happened, where, when, and how it happened. To inform

the reader something, it informs the reader about what happened,

where this even happened, and when it happened. To entertain

sometimes recounts retell a funny experience. It has a function

to entertain the audience or readers.

c. Schematic Structure of Recount Text

Fauziati et al (2013), divide the structure of recount text

into three schemes, namely as follows:

1) Orientation

Orientation provides the setting and introduces

participants. Which contains ideas or statements about a

topic or information to be conveyed to the reader.

Readers need to know who the author is telling the story,

because it needs a clear orientation at this stage, so that

orientation can also be called the setting of the story

which consists of time, setting, and who is involved in

the story. It explains in detail the who, what, when, and

where.

2) Events

Composed of a series of events chronologically

arranged in sequence. The events of the story tell what is

in the story. It tells what happened, and in what order did

it happen? First, Next, Soon, During, After, Later.

3) Reorientation

Conclusion, a summary of what events the author

feels, thinks or decides about the events that occurred.

Like the closing of the event, the reorientation can

contain a personal comment or an expression of

judgment, is optional (not required), and this section is a

rounding off of the sequence of events.

Based on the theories above it can conclude, that

generic structure is crucial in recount text because can

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 display the process to write correctly step by step in

recount text.

d. Linguistic Features of Recount Text

Fauziati et al (2013) state the linguistic characteristics of

recount text, the linguistic features of recount text are as follows:

1) Nouns and pronouns are not the people, animals, or

things involved, this text focuses on what someone or

groups of people do. It can be written in first person or

third person, such as I, my sister, us, tiger, monkey, etc.

2) Action verb, the action verb is the process of doing the

material. They express the idea that some entities

physically do something which can be done for some

other entities, such as: go, sleep, run, etc.

3) Use the past tense. The past tense is the verb form used

to describe actions in the past such as I went to the garden,

I had lunch, etc.

4) Conjunctions and conjunctions of time that order events,

occurrences, or actions. It is the part of speech (or word

class) that serves to connect words, phrases, clauses, or

sentences such as: then, after, but, etc.

5) Adverbs and adverb phrases to show the location, time,

and manner, such as here, at my friend’s home, yesterday,

often, etc.

6) Adjectives to modify nouns such as beautiful, sunny, etc.

e. Types of Narrative Writing

Several types of recount text can be used to write.

According to Emilia (2008: p.16) cited in Suyadi (2017) states,

there are 3 categories of recount text, the various types of text

are as follows:

1) Personal recounts.

The personal recount is a recount text that serves

to describe an event and tell about an experience where

the author was involved or directly acted in the event

itself, so using the first person pronouns (I, we), and

usually, there is a personal response to the event that can

be included, especially at the end, examples are funny

events, memorable trips, and diaries.

2) Factual recounts.

Factual recount text is a recount text that serves

to present reports of events that happened, such as

scientific experiment reports or police reports to help

readers reconstruct activities or events accurately.

Descriptive details may also be needed to provide precise

information and may use the passive voice.

3) Imaginative recount.

This is a type of recount text that serves to present

an unreal story, an imaginative text that connects events.

Such as fiction books, reading texts for language lessons,

stories about slave life, and others.

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 Based on Emilia's theory about the type of

recount text above, the personal recount is a text that tells

about experiences where the author is directly involved

in the story, the researcher chooses the topic of a personal

recount, because the researcher will know about the

students' writing skills which can be told in the form of

recount text.

B. Review Existing Research

1. The first previous research was conducted by Irsyad Nugraha (2016) in

his research on An Analysis of Difficulties In Writing Essays at Second

Grade of Education College of STKIP. The purpose of this study was to

find out, analyze, and examine the struggling experienced by students

through books, articles, papers on English essay writing at the college

grade level using a descriptive methodology. The research subjects were

second-grade students of the English Department at STKIP Garut with

a one-purpose random two-sampling system to get a sample of only 20

students. Based on research with descriptive methods that have been

carried out, it can be concluded that students do not understand the parts

of producing essays because they rarely read several books, and students

become lazy in studying writing subjects. Another struggle is that there

is no time for consultation between students and lecturers, perhaps

because there are no specific courses for writing essays.

 This study, has similarities with the research to be studied,

namely similarities in analyzing student writing results, Irsyad

Nugraha's research (2016) used several questionnaires and interviews.

The difference lies in the level of the population being studied, namely

at the university level and for research to be studied at the junior high

school level, and the difference in the variables studied, Irsyad Nugraha

(2016) uses variables to analyze student difficulties in writing and

analyzing Essay Writing, but in the research study, it analyzes students'

ability to write and analyze Narrative Text. The research that has been

done by Irsyad Nugraha (2016) uses variables to analyze students'

difficulties in writing essays, but in the research that would be studied,

the author focuses more on analyzing students' abilities in writing

narrative texts.

2. The second previous research was conducted by Indrawaty Asfah (2019)

in her research on An Analysis of Paragraph Writing Abilities of English

Department Students at Makassar State University. The purpose of this

study was to examine students' ability to write or develop paragraphs

from a unitary aspect. , coherence, and development using descriptive

methods that try to find and explain a phenomenon or variable. The

subject of this study used a sample consisting of 100 participants

representing D3, S1, and S2 students of the English Department at

Makassar State University. Based on research with the descriptive

method that has been carried out with a population of 100 people, it is

concluded that only 34 out of 100 students incorporate aspects of

coherence in writing into their writings, 74% cannot develop it further

15
 into an introductory paragraph that can lead the reader to this point the

things that became their next discussion and in terms of writing

chronologically 51% of students were able to create and develop

paragraphs in sequence.

This study has similarities with the research to be studied,

namely similarities in analyzing students' writing abilities and

similarities in data collection techniques, namely using student writing

results. In Indrawaty Asfah's research (2019) there are differences in the

research to be studied, namely in the Indrawaty Asfah research (2019)

using quantitative descriptive methods, while in the research studied the

authors use qualitative methods. The difference is also in the research

variables, in Indrawaty Asfah's research (2019) analyzes paragraph

writing in the form of essays based on its unity, coherence and,

development/completeness, but in the research that will be studied by

analyzing student writing in the form of narrative texts based on the

general structure and language features that support the text.

3. The third previous research was conducted by Desta, Cucu Sutarsyah,

and Sudirman (2016) in their research on An Analysis Of Students'

Grammatical Errors In Writing Report Text, The aim of this study is to

identify the kinds of grammatical mistakes that students commonly

make when writing report texts. The outline used a descriptive approach.

The data for this study were gathered by documentation of students'

report texts. The subjects were students in grades XI science 4 at SMAN

1 Bandar Lampung. The findings indicated that the students had

misunderstood in regards to communicative effect and surface strategy

 taxonomies. This shows that the student has weak grammar skills as

measured by communicative effect and surface strategy taxonomies.

This study has similarities with the research to be studied,

namely similarities in analyzing students' ability to write texts in English,

but in research conducted by Desta, Cucu Sutarsyah, and Sudirman

(2016) there are variables Students' Grammatical Errors, in the research

that would be studied the writer focuses more on analyzing the students'

ability in writing texts. And the texts studied are different, this study

examines report texts, but in the research that would be studied, this

researcher examines narrative texts. There are differences in the data

collection procedure, in this study uses only a written test, but in the

research conducted by the author, in addition to using a written test, he

also uses a list of questions to obtain better and in-depth information.

The difference also lies in the level of the population studied, namely in

this study selecting the subject of high school students, and in the study

that would be studied the researcher chose the subject of junior high

school students. The research design is also different, in the research of

Desta, Cucu Sutarsyah, and Sudirman (2016) in investigating

grammatical errors in writing student text reports based on the surface

strategy taxonomy and the communicative effects taxonomy while in the

research studied the authors used qualitative descriptive methods in

analyzing students' writing abilities. narrative text.

4. The fourth previous study was conducted by Nurhidayah (2017) in her

research on An Analysis of the Students' Ability in Writing Narrative

Text at Grade Ix MTs Ali Imron Medan, The purpose of this study was

17
to analyze students' abilities in writing narrative texts using the method

quantitative descriptive used to determine the students' scores in writing

narrative texts. The research subjects were the IX grade students of MTs

Ali Imran Medan in the academic year 2016/2017, totaling 26 students.

Based on research with quantitative descriptive methods that have been

carried out with a population of 26 people, it is concluded that 17 65.38%

of a sample of 17 students are classified as low or unable to write

narrative texts, 15.39% of a sample of 4 students are in moderate or low

level which is also categorized as not being able to write narrative text,

and 19.23% of a sample of 5 students showed that they were able to

write narrative text and had the high ability.

In this study, there are differences with the research to be studied,

namely, this study analyzes students' abilities in writing narrative texts,

while in the research that would be carried out by researcher, researcher

focus on analyzing students' abilities in writing recount texts. There are

similarities in the instruments used in collecting data that can measure

students' abilities or achievements with text writing tests. In

Nurhidayah's research (2017) there are differences in the research to be

studied, namely in Nurhidayah's research (2017) uses a quantitative

descriptive method, while the researcher studied author uses qualitative

methods, and in the instrument in Nurhidayah's research (2017) uses a

writing test instrument that does not accompany by interviews while in

the research to be studied using a writing test instrument accompanied

by an interview. The difference also exists in the technique of analyzing

the data used, in the research studied writing does not use a formula, but
in Nurhidayah (2017) in determining students' ability to write narrative

texts using percentages by scoring the results of answers based on school

passing grade standards which then the ability these students can be

presented using the formula: mean, median, mode, standard deviation.

19
 CHAPTER III

RESEARCH METHODOLOGY

In the research methodology chapter, the researcher attemps to explain

type of the research, subject and technique of the research, procedure of the

research, technique of collecting data, technique of data analysis and validity

data.

A. Type of the Research

In accordance with the purpose of this study which has been stated

previously, is to determine the writing ability of class VIII students at MTs

MIFATHUL ULUM SUGIHMANIK. As stated by Suharsimi (2002)

descriptive research is research that is intended to conclude information about

the status of an existing symptom, namely the state of the symptoms according

to what they were at the time the research was conducted. Marshall and

Rossman (1999), state the qualitative is to highlight the distinctive strength of

the genre for exploratory or descriptive research that values context and setting,

and aims to seeks a better understanding of participant experiences with the

phenomena. So it can be concluded that qualitative research is research that is

used to explore or describe a phenomenon that occurs to seek a deeper

understanding. Therefore, the researcher used a qualitative descriptive approach.

The researcher used a qualitative descriptive method because it was suitable for

analyzing data in the form of problems that actually occurred, and the process

of collecting data obtained from the results of interviews and document analysis.

This study analyzes students' ability in writing recount text and is suitable for
use qualitatively. Used to find meaning, explore processes, and to gain a deep

understanding of individuals, associations, or conditions (Mulyaningsih, 2013).

Based on Lincoln and Guba (1985), it's important to pay attention to

fundamental steps when conducting qualitative research, the steps as follows:

1. Establish the starting criteria and concentrate, barring any new

information. as it is subject to change at any time.

2. Examine the qualitative research to see if it adheres to the paradigms of

the research's primary emphasis.

3. Choose who and where the data will be gathered.

4. Determine whether it is necessary to plan methodologies for each stage

of the research to be conducted.

5. Organize the data collection process, including budgeting and

scheduling.

6. Learn data analysis techniques.

7. Organize the methods to assess credibility.

B. Subject of the Research

The researcher selected ten students of class VIII B MTs Miftahul Ulum

Sugihmanik as participants from 40 students who were divided into 2 classes,

namely A and B and each class contained 20 students. The researcher chose

them because they have certain characteristics related to the research objectives,

namely being able to write recount texts. The researcher conducted interviews

with several questions and analyzed the results of their recount text writing as

the primary source. And to maintain the privacy of the respondents, the

researchers disguised their names by using initial letters. By choosing

21
respondents who are regarded as deserving of becoming the study targets

following the criterion research, sampling is based on quota sampling (Ishak &

Bakar, 2014).

C. Procedure of the Research

During the research, the researcher used the following techniques:

1. Preparation

a) Create the design of the research.

b) Choose and identify respondents.

c) Create an instrument for the research.

2. Collect the data (interview and test to collect the data).

3. Processing data.

4. Analyze the data.

5. Conclude and interpret the findings.

6. Report the results of the narrative analysis.

D. Technique of Collecting Data

To acquire proof, research needs reliable data. Data collection

can be done directly or indirectly to get legitimate data. The purpose of

data collecting is to gather an overview of the knowledge that has been

gathered so that questions related to the topics being researched can be

answered.

Based on a study that purposed to assess class VIII students'

ability in writing recount texts, the researcher employed a test and an

interview as two forms of data collection types. A test is a tool made up

of several strategies, steps, and materials used to gauge test takers'

aptitude (Brown, 2000). To discover the ability of class VIII students to

write recount texts based on the general structure and features of the

language, the researcher used the test as a data collection instrument.

An interview is the second instrument. Interviews were done to

examine experiences and each person's perspective. Interview questions

are created in an organized to conduct quality interviews, starting with

easy questions and progressing to questions that are harder than the

previous one. Additionally, before conducting interviews, researchers

should confirm that they would maintain each respondent's

confidentiality. This purpose is to make the respondents feel relaxed, so

they can submit information (Paul Gill et al., 2008: 292). Structured

interviews, semi-structured interviews, and unstructured interviews are

the three categories into which interviews can be divided (Nigel Mathers

et al.,1988: 2-3), as follows:

1. Structured Interviews

An interview that uses the same questions with each

respondent is referred to as structured. This form of interview is

akin to a questionnaire because of its structured character. There

are also open-ended questions in this interview. The researcher

typically asks the respondent one final question before

concluding the interview. Asking whether there is anything else

that needs to be said before the interview is over, for example. in

order to gather more information.

23
2. Semi-structured Interviews

The inquiries in semi-structured interviews are similar to

those in structured interviews in that they are likewise based on

open-ended inquiries. However, there is a widespread use of

these interviews. In other words, it takes longer instead of

structured interviews.

3. Unstructured Interviews

An in-depth interview is another name for an

unstructured interview. but it is very detailed because only a few

subjects are covered. Based on previous responses from

respondents, the researcher will offer follow-up questions.

In practice in this study, the respondents will be

interviewed by researchers with open-ended questions, namely

interviews using the same questions. So, a structured interview

is the type of interview that the researcher will use in this study.

The researcher will give a writing test to the students.

The researcher will explain the instructions about what they have

to do, then the researcher asks the students to work on the recount

text based on the choice of topics that have been given within 50

minutes. In the 50th minute, the researcher will ask the students

to stop writing and the researcher will collect the sheets of their

writing. After students take the written test given, the researcher

will conduct interviews as a second research instrument. The

following is a test and a list of questions for the interview. Data

 collection is carried out in the classroom according to the

specified time.

1) Test

Directions!

a) Write down the Recount Text based on your experience.

b) Write the text based on the generic structure and

language feature of Recount Text.

c) Choose one of the topics below:

i. Holiday

ii. Journey

iii. At School

2) Interview Script

Instructions: Please be honest in answering this question. There

is no connection between these questions and your grade, this

interview is only used in finishing the researcher's graduating

paper. Your answers will remain private to the researcher.

a) What difficulties do you usually find in writing?

b) What are the difficulties in writing Generic structure that

you found in writing Recount text?

c) What are the difficulties in writing Language features

that you found in writing Recount text?

Both primary and secondary data are used in this

research. According to the statement expressed (Douglas,

2015), there are various ways to gather data for a study,

25
 and they are all classified into two types of data: primary

data and secondary data. While secondary data is

information received from earlier persons, primary data

is information gathered by the researcher themselves

(Victor, 2017). Examples of primary data include

observations, conversations, surveys, experiments, and

questionnaires. Results from the interview and writing

test were the key sources of information in this study.

While secondary data typically takes the shape of official

documents like journal articles, books, and internal notes.

E. Technique of Data Analysis

In qualitative research, the data analysis phase is complex,

because it is time-consuming, difficult and the researcher usually faces

several things that need to be observed in the field, interview transcripts,

and information from documents which all have to be examined,

processed and analyzed to make the data easier to understand. So there

are three technical steps in analyzing this research data according (Miles

& Huberman, 1994), as follows:

1. Reduction.

Reduction is a step to select, abstract, analyze with the

coding process, and focus on simplification in the form of

written data found in field notes. This is the essence of

qualitative analysis and includes the identification of categories

and themes, writing of summaries, creation of memos and

 clusters, and their refinement. In this step, the researcher

classifies the data according to the data source category and takes

place after the field research until the final report is completed.

After all, data is coded and classified, researchers can reduce

data that are not related to this study, so that by reducing data,

the data that has been collected can be sharpened so that it can

be verified and concluded.

2. Data Display

Presentation of data is the process of compiling

information that has been systematically collected to obtain

conclusions in research. Presentation of data to make it easier for

researchers to see the overall picture or certain parts of the

research so that it helps in understanding and analyzing events

that are studied further based on the interpretation of the

generalization of the data. With good data presentation, there is

a great opportunity to obtain valid qualitative data. Researchers

can present the results in the form of tables, narratives, graphs or,

diagrams.

3. Conclusion Drawing and Verification

A capable and skilled researcher will not conclude easily.

Initial conclusions that were initially still temporary, and vague

will change so that it becomes less clear if there is no strong

evidence that supports it at the next step of data collection.

Depending on factors such as the size of the corpus of field notes,

the encoding, storage, and retrieval methods used previously,

27
 and the elegance of the researcher, the "End" conclusion may not

emerge until data collecting is equipped. But if the provisional

conclusions put forward at an early stage need to be verified and

supported by valid and consistent evidence, then the conclusions

put forward are reliable.

F. Validity of the Data

To check the validity of the data regarding the "analysis of the ability to

write recount texts for class VIII students at MTs MIFTAHUL ULUM",

based on the collected data, the techniques used were then used to check

the validity and ensure the correctness of the data. Then in this study, the

researchers checked the validity of the data using data triangulation

techniques, namely the technique of checking the validity of the data by

utilizing various existing sources, the researchers would check the data,

check field observations, direct interviews with sources, literature studies,

and document data obtained by researchers.

Patton (1999) states there are four types of triangulation techniques, the

various triangulation techniques are as follows

1. The triangulation of data

The triangulation process involves data-gathering data

from numerous people, organizations, families, and

communities to get a variety of viewpoints and data validation.

2. The triangulation of the method

To explore the same phenomenon, the triangulation

method employs many data collection techniques. Examples of

 data collection techniques used in qualitative research include

field notes, interviews, observation, and other techniques. The

researcher's field notes for this study included information about

the location and timing of the test and interview.

3. The triangulation of evidence

In this triangulation, one or more participants in the

research are required to gather multiple observations and

conclusions. so that the interesting phenomenon can become

more widespread and discoveries can be confirmed from

numerous angles.

4. The triangulation of Theories

This triangulation employs many ideas for data analysis

and interpretation, enabling researchers to challenge or support

a conclusion.

Of the various kinds of triangulation that have been

mentioned above, of the four types, to test the validity of the

research data, the researchers used this type of triangulation

method. Thus the researchers collected various data from the

same source, using two types of collection methods, tests and

interviews about the same phenomenon aimed at class VIII

students at MTs MIFTAHUL ULUM who then carried out data

triangulation techniques as a step to test the validity of the data

that had been obtained.

29
 CHAPTER IV

RESULT AND DISCUSSION

This chapter discussed result of the study and discussion

A. Description of Research Setting

1. School Profile

a. Identity of School

School Name : MTs MIFTAHUL

ULUM

Foundation Name : Yayasan Pendidikan

Islam Miftahul Ulum

Sugihmanik

Accreditation :B

NIS : 734

NSM : 121233150070

NPSN : 20363925

NPWP : [Link]-514.000

Address : Jl. Raya Kapung -

Tanggung KM.4,

Sugihmanik,

Tanggungharjo, Grobogan.

Village : Sugihmanik

Sub-District : Tanggungharjo

District : Grobogan

Headmaster : Ahmad Maskuri, [Link].I.

Cell/Phone Number : 0292 513 7035

 Decree of School Establishment : Wk/5.c/720/Pmg/

Ts/1984

Date of Decree of Establishment : 1984-04-30

Decree of Operational Permit : AHU.1546.A.H.01.01.

Tahun 2004

b. Vision, Mission and Purpose of School

1) Vision of MTs MIFTAHUL ULUM

Able to compete in achievement and uphold character

2) Mission of MTs MIFTAHUL ULUM

MTs MIFTAHUL ULUM has some missions in

education and learning as follows:

a) Organizing education with effective and quality

learning in achieving academic achievement.

b) Organizing Islamic education by creating a

religious environment in the school.

c) Organizing life skills coaching and training to

explore and develop the interests and talents of

students with high potential in order to develop

optimally.

d) Fostering a culture of akhlakul karimah in all

school citizens.

3) Purpose of MTs MIFTAHUL ULUM

a) Able to display the habit of good manners as a

mirror of noble character and taqwa faith.

31
 b) Able to actualize themselves in various arts and

sports according to their choice.

c) Optimizing the learning process by using an

active learning approach.

d) Able to operate an active computer for Microsoft

word, excel, power point and internet programs.

e) Able to continue to MA/SMA/SMK according to

their choice through the achievement of self-

determined choice targets.

f) Able to compete in various academic and non-

academic competitions.

g) Participate in life as a reflection of love and pride

for the nation and homeland.

2. School Activities

Students participate in both internal and exterior activities while

attending school. Activities that are internal, such as OSIS, cater to the

aspirations of all students. Organization and OSIS leaders are present.

Typically, the students vote for or for the OSIS manager in an annual

general election. Following are some of OSIS's school-related duties:

a) Allow for all of the activities that students engage in, both within

and outside of the school.

b) To develop organizational skills.

c) Students participate in both academic and extracurricular

activities.
 Extracurricular are among the external school activity. The

following are examples of extracurricular activities that students

participate in at school:

a) Scouts

b) Paskibra

c) Rohis (Spiritual Islam)

d) Drumband

B. Analysis of the Research

At this stage, the researcher describes the research results obtained from

10 respondents taken from class VIII students at MTs Miftahul Ulum

Sugihmanik for the 2021/2022 academic year. There are two kinds of research

results that will be displayed, namely the results of the recount text writing test

and interviews about the ability to write recount texts. There were 10 test results

and interview results from 10 respondents, each of whom answered 7 interview

questions. The tests and interviews were held on April 01 and April 08, 2022

and took place in the classroom. The researcher found certain skills in the

students' ability to write recount text after evaluating the students' recount

writing data. In compiling recount text, there are generic characteristics or

structures and language features.

1. Generic Structure in Writing Recount Text

One of the keywords for writing a story is the general

characteristics or structure. Stories are generally written in recount text

so that readers or listeners can easily understand them. Title, orientation,

complication and resolution are all present. Recounts are written in the

33
order of occurrence. Here, the researcher analyzed the application of

generic structure, as follows:

a. TAW

1) Orientation: On a sunny Sunday, my sister and I

together with my sister husband and my sister

children went to the city of Jogja to visit one of

the tourist attractions there, me and they all spent

a lot of time, getting to our destination, after

getting there, my eyes lit up when I saw how

beautiful the scenery was in front of my eyes. I felt

very satisfied because after being tired of

traveling so far a long time we were finally

presented with a very beautiful view, dont forget

to always take some photos so that we have

memories while there.

The sentences above contains orientation, it

clarify what, when, who and where of the story.

There are “what” in the text is “visit one of the

tourist attractions”, “when” in the text is ” On a

sunny Sunday”, “who” in the text is “my sister

and I together with my sister husband and my

sister children”, “where” in the text is “went to

the city of Jogja”.

2) Event: But, there was one very sad moment, when

we wanted to go upstairs to get a better view.

 Suddenly it rained in the city Jogja, and finally

me and they all look shelter in a stall and ordered

food and drinks, we ate food without us realized

the rain had stopped. After that me and the others

continued our journey to a small village that

could said to very-very close to the mountin, was

sorry. But dont forget also when we all arrived at

the village, we saw the fog was starting to cover

the village.

The sentences above contain events

chronologically in the recount text, because she

describes the problem when she wanted to get a

good view but it was raining in Jojga City. And,

they looked for shelter in a stall to order food and

drinks until the rain stopped and continued their

journey to a small village that was starting to be

covered by fog.

3) Reorientation: The cold was was getting stronger

until I felt cold and the hairs on my hand started

lift. After a few minutes the fog started to slowly

disappear then we continued our journey to see

the scenery there, up here, after being statisfied

with that we wanted earlier. We went back down

to the parking lot, after ariving at the parking lot

we started to get into the car we brought and then

35
 we continued our journey home, and I arrived

home around 11 PM, finished.

The sentence above contains a reorientation

containing the expression of judgment and

closing of the event because he explained that she

was satisfied to see the scenery and continued his

journey. Then, she returned to the parking lot to

drive home and he finally got home around 11pm.

b. RDA

1) Orientation: When I was in 6th Junior High

School there was a study tour in Jogja bay.

The sentences above contains orientation

provides the setting of the story, it clarify when,

who, where and what of the story. There are

“when” in the text is” in 6th Junior High School”,

“who” in the text is “I”, “where” in the text is

“in Jogja bay”, and “what” in the text is “a study

tour”.

2) Event: The I wanted to travel everywhere else, I

used to want to go for a walk but couldn’t allow

it, because my mother afraid I got accident when

I was in the road jet lag so I cant go for a walk

with long distance cause make me sober.

The sentences above contain event that tells what

happened, who said that she wanted to go for a

 walk but couldn't, because her mother was

worried that she would have jet lag and an

accident while on the road.

3) Reorientation: After that my mother gafe an idea

That I cant nod………

The sentence above contains a reorientation,

which contains personal comments, namely the

continuation of the story from the event but the

author has not finished explaining the resolution

c. QIA

1) Orientation: When I was Junior High School

there is contest mapsi. The maption contest ther

are have various contest such as: kiroat, solat,

story Nabi, kaligrafi etc.

The sentences above contain an orientation that

contains an introduction or background to the

story, clarifying what, when, and who. There a

“what” in the text is “the MAPSI contest”,

“when” in the text is “was on Junior High

School”, and “who” in the text is “I”.

2) Event: I’m follow one of contest that is make

kaligrafi, I was ordered mad kaligrafi shape

bismilah the contest was held in Juior High

School 2 Sugihmanik and Junior High School.

37
 The sentences above contain event that tells what

happened, she told that she took part in one of the

MAPSI competitions held at junior high school 2

Sugihmanik, namely making calligraphy in the

form of bismillah

3) Reorientation: When the contest be held I tray as

much as I can, fortunatlly the finale not

satisfactory, bat i proid to be tu present of my

school in Junior High School 2 Sugihmanik.

The sentence above contains reorientation and

closing in the story. in this paragraph, she tells

how she feels, that he tries to give the best she can,

contains personal comments or expressions of

judgment and rounding off from the series of

events, that even though the results are not

satisfactory, she feels proud to represent her

school in the competition,

d. SIH

1) Orientation: The meeting at that time was very

beautiful. Introduce a very unique. I was met by

with friends a to moment this are at near.

The sentences above contain an orientation that

contains an introduction, clarifying what, when,

and who in the story. There a “what” in the text

is “met by with friends”, “when” in the text is “at

 that time”, and “who” in the text is “I” and “my

friend”. Based on the explanation above the story

happened more than a year ago.

2) Event: Bestfriend until now there in my side, but

friend more than that, friend always there are

times of joy and sorrow, who always accept our

shortcommings.

The sentence contains an event in the story that is

telling what is in the story, she explains that a

friend who is always by her side in joy, sorrow,

willing to accept her shortcomings, and also more

than that.

3) Reorientation: I met with my friend two years ago.

In this paragraph, which should contain a

reorientation, namely closing the event or

rounding off a series of events, the author writes

a description of the time "when" namely "two

years ago" which should be placed in the

orientation or in the first paragraph.

e. LNU

1) Orientation: Early last januari, my friends and I

did a study tour to east [Link] noon, on the date

3-1-2022 all 8th and 9th graders gathered in the

school yard to prepare for the trip to east java.

39
 The sentences above contain an orientation that

contains an introduction or background to the

story, clarifying when, who, where and what.

There a “when” in the text is “Early last January,

on the date 3-1-2022”, “who” in the text is “, my

friends and I”, “where” in the text is “to East

Java”, and “what” in the text is “a study tour”.

It meant the story that happened six months ago.

2) Event: There are already three buses parked on

the side of the road, and after that the bus was

running, and when the bus stopped at the public

toilet, there was one of my friend who wanted to

go back home because he was sick and couldn’t

tak the trip to Surabaya, an one of his family picks

him up at the bus stopped, at night, the air is very

cold, the atmosphere on the bus is very gulet, the

sound of the TV on the bus is left behind, and very

everyone has fallen asleep, after that, we arrive

at the grave of sunan Ampel father to make a

pilgrimage and perform the isya’ prayer.

The paragraph above consists of events that

contain a series of events arranged

chronologically, she explained that he went by

bus, but there was a friend who was sick so his

family had to pick him up and could not continue

 the journey, then she slept and arrived at the

tourist destination then she prayed.

f. SBM

1) Orientation: On holiday yesterday, friends, I and

the teachers travel to East Java, in East Java, we

went to several places, namely eats java part 2,

Turen mosque, etc there are many more.

The sentence above contains orientation, namely

providing settings and introducing participants,

clarifying what, who, where and when. There are

“what” in the text is “traveled”, “who” in the

text is “my friends and the teachers”, “where” in

the text is “to East Java park part 2, Turen

mosque and many more”, and “when” in the text

is “last holiday” it meant this holiday happened

not too long ago.

2) Event: It takes about 11 hours from school to east

java, this holiday was very enjoyable because this

was the first time to visit east java.

The sentence above contains an event that tells

what happened in the story, she tells that she

traveled for 11 hours and was happy because it

was her first visit to East Java.

3) Reorientation: The road to east java is a toll road

with cliffs on the side of the road to the

41
 destination , the scenery is so amazing, and it

feels so fun, and we spent about 8 hours on the

but, before heading to the other attractions,

namely to east java part 2, Turen mosque, ets

there are many more.

The sentence above contains a reorientation

which contains the expression of the author's

personal judgment and comments, she was very

happy to visited tourist attractions and saw

amazing sights.

g. R

1) Orientation: August 17, 2018 where I took part in

the 17th competition.

The sentence above contains orientation, namely

providing settings and introducing participants,

clarifying what, who and when. There are “what”

in the text is “the 17th competition”, “who” in the

text is “I”, and ”when” in the text is “on August,

17th 2018”. It meant that story happened four

years ago.

2) Event: Organized by my village there I took part

in a cracker eating competition, breaking water,

taking coins, dancing balloons and many more

but from all the competition that I participated no

 one won, but its oky I’m happy becaus I feel the

family spirit that occurs in the race.

The paragraph above is the event part of the

recount text which is composed of a series of

events arranged in chronological order in which

the events occurred, she explained that she

participated in various competitions held but

none of them won, but she felt happy because she

felt the spirit in the race.

h. SI

1) Orientation: On school holiday my family do a

tour on Parangtritis beach, malioboro and

Prambanan and Borobudur temple.

The sentence above contains orientation, namely

providing settings and introducing participants,

clarifying what, who, when and where. There are

“what” in the text is “family tour”, “who” in the

text is “my family”, “when” in the text is “on

school holiday”, and “where” in the text is “on

Parangtritis beach, Malioboro, Prambanan and

Borobudur temple”.

2) Event: On 12.00 my family go to restaurant to

eating together.

43
 The sentence above is the event part of the

recount text, he explained that he ate with his

family at the restaurant on 12.00.

3) Reorientation: On 04.00 at noon my family

decide take a trip to go home, arrived to home at

19.00 night.

The sentence above is the reorientation part of the

recount text, like the closing or sequence of the

event, he explained that his family decided went

to home at 04.00 pm and arrived at 19.00.

i. NS

1) Orientation: On 03-01-2022 I went to jatimpark

with my classmates.

The sentence above contains orientation, namely

providing settings and introducing participants,

clarifying when, what, who and where. There are

“when” in the text is “on 03-01-2021”, “what”

in the text is “went to jatimpark with my

classmates”, “who” in the text is “I and my

classmates”, and ”where” in the text is “to Jatim

Park”. It meant that story happened one year ago.

2) Event: I stayed two days there, my studytour took

several rides, including a haunted house, tsunami,

snack coster, and other entertainment, after two

days passed.
 The sentences above are events from the text that

tell the events that occur in the story sequentially,

she tells that the study tour was held for two days

and she rode several amusement rides.

3) Reorientation: We were together and then went

home.

The sentence above is the reorientation or the

closing of the event, she explained after the study

tour she went to home.

j. RAP

1) Orientation: On Sunday morning I swimmed at

Jokotowo swimming pool.

The sentence above contains orientation, namely

providing settings and introducing participants,

clarifying when, who, where and what. There are

“when” in the text is “on Sunday morning”,

“who” in the text is “I”, ”where” in the text is

“at Jokotowo Swimming Pool”, and “what” in

the text is “swimmed”.

2) Event: I enjoyed fresh water after that I bask in

the sun to dry my body. After I bask I went to

home. In the road I enjoyed fresh and cool breeze

when arrived ad home I change my clothes next I

ate and after that I sleep.

45
 The paragraph above is part of the events of the

recount text which is composed of a series of

events arranged chronologically where the

experiences occurred, he explained that he swam

then sunbathed and after that he went home, on

the way he enjoyed the cool breeze and when he

arrived home he changed clothes, next he ate and

after that he slept.

2. Language Features in Writing Recount Text

The information gathered from the study's findings was

presented in the form of tests, with each respondent's 10 recount texts as

the results. In order to make it simpler to understand how the results of

the text created by the respondent, the researcher will describe each

recount test result by displaying the original text entered in the created

column, the researcher analyzed the application of Languages features,

as follows:

a. TAW

Table 4. 1 1st Recount Text Result

Vacation in the city Jogja

On a sunny Sunday, my sister and I together with my sister
husband and my sister children went to the city of Jogja to visit
one of the tourist attractions there, me and they all spent a lot of
time, getting to our destination, after getting there, my eyes lit up
when I saw how beautiful the scenery was in front of my eyes. I
felt very satisfied because after being tired of traveling so far a
long time we were finally presented with a very beautiful view,
dont forget to always take some photos so that we have memories
while there.
But, there was one very sad moment, when we wanted to go
upstairs to get a better view. Suddenly it rained in the city Jogja,
and finally me and they all look shelter in a stall and ordered
food and drinks, we ate food without us realized the rain had
stopped. After that me and the others continued our journey to a
small village that could said to very-very close to the mountin,
was sorry. But dont forget also when we all arrived at the village,
we saw the fog was starting to cover the village.
The cold was was getting stronger until I felt cold and the hairs
on my hand started lift. After a few minutes the fog started to
slowly disappear then we continued our journey to see the
scenery there, up here, after being statisfied with that we wanted
earlier. We went back down to the parking lot, after ariving at
the parking lot we started to get into the car we brought and then
we continued our journey home, and I arrived home around 11
PM, finished.

The text above is a type of personal recount text

with topic Holiday, there a nouns in this text: my sister, I,

my sister husband, my sister children, Jogja, the tourist

attractions, scenery, small village, mountain, that uses

the first person pronoun because it uses the subject “my

sister (possessive adjective pronoun) and I (subject

pronoun) together with my sister husband and my sister

children“ it means I and We. The respondent use action

verbs such as: went, visit, spent, lit, saw, felt, presented,

take, have, wanted, get, ordered, ate, had, continued,

said, do, arrived, cover, felt, lift, slowly, disappear and

brought. There are some mistakes in using the tense,

because the recount text happened in the past, then use

the past tense, in paragraph 1: visit: visited, do: did, take:

took and have: had, in paragraph 2: go: went, get: got,

don’t: didn’t, cover: covered, in paragraph 3: lift: lifted,

disappear: disappeared, see: saw, arriving: arrived, get:

47
 got. Using conjunctions and conjunctions of time such as:

the, when, so, that, and, after, because, until, but,

suddenly, finally, then and while. Using adverb and

adverb phrases such as: there, in the city Jogja, how, very,

so, lot, always, some, better, slowly, up here, back down,

and there some adjectives in this text such as: sunny,

beautiful, sad, better, small, close, satisfied and stronger.

b. RDA

Table 4. 2 2nd Recount Text Result

My Experience
th
When I was in 6 Junior High School there was a study tour in
Jogja bay.
The I wanted to travel everywhere else, I used to want to go for
a walk but couldn’t allow it, because my mother afraid I got
accident when I was in the road jet lag so I cant go for a walk
with long distance cause make me sober.
After that my mother gafe an idea That I cant nod………

The text above is a type of personal recount text

with topic Journey, there a nouns in this text: I, my

mother, Jogja bay, an idea, that uses the first person

pronoun because it uses the subject “I“ (subject pronoun).

The respondent use action verbs such as: study, walk,

allow, travel, want, go and got. There are some mistakes

in using the tense, because the recount text happened in

the past, then use the past tense, in paragraph 2: go: went,

walk :walked, allow: allowed, can’t: couldn’t, make:

made, in paragraph 3: can’t: couldn’t. Using

 conjunctions and conjunctions of time such as: when, but,

because, so, after that, that. Using adverb and adverb

phrases such as: there, everywhere, a study tour, an idea,

in the city Jogja, and there some adjectives in this text

such as: sober, afraid, long.

c. QIA

Table 4. 3 3rd Recount Text Result

Contest Maption
When I was Junior High School there is contest mapsi. The
maption contest ther are have various contest such as: kiroat,
solat, story Nabi, kaligrafi etc.
I’m follow one of contest that is make kaligrafi, I was ordered
mad kaligrafi shape bismilah the contest was held in Juior
High School 2 Sugihmanik and Junior High School.
When the contest be held I tray as much as I can, fortunatlly
the finale not satisfactory, bat i proid to be tu present of my
school in Junior High School 2 Sugihmanik.

The text above is a type of personal recount text with

topic At School, there a nouns in this text: I, Juior High

School 2 Sugihmanik, my school. That uses “I” the first

person pronoun. The respondent use action verbs such as:

have, follow, make ordered, held, can, present. There are

some mistakes in using the tense, because the recount

text happened in the past, then use the past tense, in

paragraph 1: is: was, are: were, have: had, in paragraph

2: follow: followed, is: was, make: made, in paragraph 3:

be: was, can: could, present: presented. Using

conjunctions and conjunctions of time such as: the, when,

that, and, as much as, fortunately. Using adverb and

49
 adverb phrases such as: there, various, one, in Junior

High School 2 Sugihmanik and there some adjectives in

this text such as: satisfactory.

d. SIH

Table 4. 4 4th Recount Text Result

Meet my bestfriend
The meeting at that time was very beautiful. Introduce a very
unique. I was met by with friends a to moment this are at near.
Bestfriend until now there in my side, but friend more than that,
friend always there are times of joy and sorrow, who always
accept our shortcommings.
I met with my friend two years ago.

The text above is a type of personal recount text with

topic Journey, there a nouns in this text: I, my friend, my

side, that uses the first person pronoun because it uses the

subject “my friend (possessive adjective pronoun) and I

(subject pronoun)” it means I and She/He. The

respondent use action verbs such as: meeting, introduce,

accept, and are. There are some mistakes in using the

tense, because the recount text happened in the past, then

use the past tense, in paragraph 1: introduce: introduced,

are: were, in paragraph 2: are: was, accept: accepted.

Using conjunctions and conjunctions of time such as: the,

that, than, until, but, with, and, who. Using adverb and

adverb phrases such as: at near, there, two years ago,

more than, very, always, and there a adjectives in this text

such as: sunny, beautiful, unique, joy and sorrow.

e. LNU

Table 4. 5 5th Recount Text Result

Study tour to east java

Early last januari, my friends and I did a study tour to east
[Link] noon, on the date 3-1-2022 all 8th and 9th graders
gathered in the school yard to prepare for the trip to east java.
There are already three buses parked on the side of the road,
and after that the bus was running, and when the bus stopped
at the public toilet, there was one of my friend who wanted to
go back home because he was sick and couldn’t tak the trip
to Surabaya, an one of his family picks him up at the bus
stopped, at night, the air is very cold, the atmosphere on the
bus is very gulet, the sound of the TV on the bus is left behind,
and very everyone has fallen asleep, after that, we arrive at
the grave of sunan Ampel father to make a pilgrimage and
perform the isya’ prayer.

The text above is a type of personal recount text with

topic Journey, there a nouns in this text: my friends, I,

January, East Java, the school yard, three buses,

Surabaya, the TV on the bus, his family, him, the grave

of Sunan Ampel’s father , that uses the first person

pronoun because it uses the subject “my friends

(possessive adjective pronoun) and I (subject

pronoun)“ it means I and We. The respondent use action

verbs such as: dis, study, gather, prepare, parked,

stopped, want, go, could, take, picks, running, has. There

are some mistakes in using the tense, because the recount

text happened in the past, then use the past tense, in

paragraph 1: prepare: prepared, in paragraph 2: go: went,

are: were, tak: took, picks: picked, is: was, has: had,

arrive: arrived, perform: performed. Using conjunctions

51
 and conjunctions of time such as: and, after that, the, who,

because. Using adverb and adverb phrases such as: Early,

on the date 3-1-2022, all, very, there, on the side, at the

bus stopped, left behind, and there a adjectives in this text

such as: running, cold.

f. SBM

Table 4. 6 6th Recount Text Result

Holiday to East Java

On holiday yesterday, friends, I and the teachers travel to
East Java, in East Java, we went to several places, namely
east java part 2, Turen mosque, etc there are many more.
It takes about 11 hours from school to east java, this holiday
was very enjoyable because this was the first time to visit east
java.
The road to east java is a toll road with cliffs on the side of
the road to the destination , the scenery is so amazing, and it
feels so fun, and we spent about 8 hours on the but, before
heading to the other attractions, namely to east java part 2,
Turen mosque, ets there are many more.

The text above is a type of personal recount text with

topic Holiday, there a nouns in this text: friends, I, the

teachers travel, East Java, East Java part 2, Turen

mosque, school, that uses the first person pronoun

because it uses the subject “, friends and the teachers

(possessive adjective pronoun), I (subject pronoun)“ it

means I and We. The respondent use action verbs such

as: travel, went, take, feels, spent. There are some

mistakes in using the tense, because the recount text

happened in the past, then use the past tense, in paragraph

1: travel: traveled, are: were, in paragraph 2: visit:

 visited, in paragraph 3: is: was, feels: felt, are: were.

Using conjunctions and conjunctions of time such as: and,

because, but, the, before. Using adverb and adverb

phrases such as: yesterday, so fun, so amazing, several,

the first time, on the side, very, to East Java, and there a

adjectives in this text such as: enjoyable, amazing, fun.

g. R

Table 4. 7 7th Recount Text Result

August Competition
August 17, 2018 where I took part in the 17th competition
Organized by my village there I took part in a cracker eating
competition, breaking water, taking coins, dancing balloons
and many more but from all the competition that I
participated no one won, but its oky I’m happy becaus I feel
the family spirit that occurs in the race.

The text above is a type of personal recount text with

topic Journey, there a nouns in this text: I, August, my

village, the race. That uses the first person pronoun

because it uses the subject “I” as subject pronoun. The

respondent use action verbs such as: took, organized,

eating, breaking, taking, dancing, participated, feel,

occur. There are some mistakes in using the tense,

because the recount text happened in the past, then use

the past tense, in paragraph 2: it’s: it was, feel: felt,

occurs: occurred. Using conjunctions such as: where,

and, but, because, that, the, but not using conjunctions of

time. Using adverb and adverb phrases such as: there,

53
 August 17, 2018, and there some adjectives in this text

such as: happy, family spirit.

h. SI

Table 4. 8 8th Recount Text Result

Holiday In Yokyagarta
On school holiday my family do a tour on Parangtritis
beach, malioboro and Prambanan and Borobudur temple.
On 12.00 my family go to restaurant to eating together.
On 04.00 at noon my family decide take a trip to go home,
arrived to home at 19.00 night.

The text above is a type of personal recount text with

topic Holiday, there a nouns in this text: my family,

Parangtritis beach, Malioboro, Prambanan and

Borobudur temple, restaurant, home, that uses the first

person pronoun because it uses the subject “my family

(possessive adjective pronoun) it meant We. The

respondent use action verbs such as: do, go, eating,

decide, take, and arrived.. There are some mistakes in

using the tense, because the recount text happened in the

past, then use the past tense, in paragraph 1: visit: visited,

do: did, in paragraph 2: go: went, eating: ate, in

paragraph 3: decide: decided, take: took, go: went. Using

conjunction: and, but not using conjunctions of time.

Using adverb and adverb phrases such as: on school

holiday, a trip, a tour, eating together, at 19.00 night, at

noon and there is no adjectives in this text.

i. NS
 Table 4. 9 9th Recount Text Result

Studytour
On 03-01-2022 I went to jatimpark with my classmates.
I stayed two days there, my studytour took several rides,
including a haunted house, tsunami, snack coster, and other
entertainment, after two days passed.
We were together and then went home.

The text above is a type of personal recount text with

topic Holiday, there a nouns in this text: I, my classmates,

Jatim Park, haunted house, tsunami, snack coaster, that

uses the first person pronoun because it uses the subject

“my classmates (possessive adjective pronoun) and I

(subject pronoun) “ it means I and We. The respondent

use action verbs such as: went, stayed, took, passed.

There are no mistakes in using the tense, because there

use the past tense in paragraph 1, 2 and 3. Using

conjunctions and conjunctions of time such as: with, and,

after, then. Using adverb and adverb phrases such as: two

days, there, several rides, on 03-01-2021, a haunted

house, and there is no adjectives in this text.

j. RAP

Table 4. 10 10th Recount Text Result

Swimming at Jokotowo swimming pool

On Sunday morning I swimmed at Jokotowo swimming pool.
I enjoyed fresh water after that I bask in the sun to dry my body.
After I bask I went to home. In the road I enjoyed fresh and cool
breeze when arrived ad home I change my clothes next I ate and
after that I sleep.

55
 The text above is a type of personal recount text with

topic Holiday, there a nouns in this text: I Jokotowo

swimming pool, water, sun, my body, home, breeze, home,

clotes, that uses the first person pronoun because it uses

the subject “I”. The respondent use action verbs such as:

swimmed, enjoyed, bask, dry, arrived, change, ate, sleep.

There are some mistakes in using the tense, because the

recount text happened in the past, then use the past tense,

in paragraph 1: swimmed: swam, in paragraph 2: bask:

basked, dry: dried, change: changed, sleep: slept. Using

conjunctions and conjunctions of time such as: that, and,

when, net, after that. Using adverb and adverb phrases

such as: on Sunday morning, at Jokotowo swimming pool,

and there some adjectives in this text such as: fresh, cool.

3. Difficulties in Writing Recount Text

The findings of the following study come from interviews.

According to the number of questions, each participant's interview

responses totaled seven interview inquiries Each participant's interview

results would be placed into a table and categorized into 3 groups based

on the answers to questions 1 through 3. The names of responders are

likewise masked by initials, so like the findings from research studies.

The interview results are listed below.

1. The answer of number 1

The question: What difficulties do you usually find in writing?

 Table 4. 11 Answer to Question Number 1

No Respondent Answer

“Yes, if there is noise from the surrounding

1 TAW
environment.”

2 RDA “I don't have any difficulties when I write.”

“Yes, the conditions that come from the

3 QIA
surroundings are disturbing.”

“Yes, I find it difficult to concentrate if there

4 SIH
are a lot of noises from outside.”

5 LNU “Nothing.”

6 SBM “My own lazy.”

“When my pen is stuck and can't be written

7 R
anymore.”

“It's difficult because my vocabulary is

8 SI
lacking in writing English.”

9 NS “I find it very difficult to write in English.”

10 RAP “Difficult to write in English..”

2. The answer of number 2

The question: What are the difficulties in writing generic structures that

you found in writing Recount Text?

Table 4. 12 Answer to Question Number 2

No Respondent Answer

1 TAW “I have no difficulty in writing a generic

57
 structure.”

“It's difficult to write in English, especially

2 RDA the closing part, this is reorientation and I

have no idea how to write it.”

“I already understand how to write generic

3 QIA structures in recount text and apply them to

my text”

“I do not master much vocabulary in

English, in writing an orientation that has

several elements, I am confused in writing

4 SIH sentences with the elements in it, then I have

difficulty concentrating in writing, and I do

not know if my sentences are in accordance

with the generic structure or not.”

“In the orientation and event sections I have

no problems because it contains

introductions and story content, but for

5 LNU
reorientation I find it difficult because I

can't comment or how to write opinions after

telling about the study tour.”

“No, I think I understand enough about how

6 SBM
to write the generic structures.”

“I can't write well, because writing in

7 R English is very difficult, how to add

comments in a story.”
 “I have difficulty in writing my ideas in

English, for the generic structure I already

8 SI
understand enough and I have written based

on the generic structure.”

“I think it's easier to write the generic

structure than the language features,

9 NS
because I've written recount text before, and

this isn't my first recount text.”

“Difficulties in writing in English, because

of that I can only write a small amount, then

10 RAP I don't know what to write in reorientation

because I don't know how to complete text

with comments and personal opinions.”

3. The answer of number 3

The question: What are the difficulties in writing generic language

features that you found in writing Recount Text?

Table 4. 13 Answer to Question Number 3

No Respondent Answer

“I think I have difficulties in writing past

1 TAW
tense.”

“I have difficulty in writing the language

2 RDA features, in writing the past tense, because I

do not master a lot of vocabulary and verbs

59
 in English.”

“It's hard to adjust the language features in

3 QIA
the past tense part.”

“Difficulty in choosing words and then

4 SIH
verbs and changing them to the past tense.”

“All, especially in writing the correct words

in English, and I don't know whether the

5 LNU
verb is correct or not and the past tense is

appropriate or not.”

“It's all hard for me, it's hard to adjust in the

past tense, because the formula uses V2,

6 SBM
while I also have trouble distinguishing

between regular and irregular verbs.”

“The language features are very difficult

because there are a lot of them, like

changing into past tense, and I don't know

7 R much about conjunctions and only know

about conjunctions that I usually use in

writing texts, then also verbs I only know a

little about.”

“In writing to English, So, I only know a few

verbs and I can't write much because I don't

8 SI know much about conjunctions, and

conjunctions about time too, how adjectives

are used, and because of my little knowledge

 of vocabulary, I find it difficult to write

according to the language features.”

“It is difficult to write a text that contains

adjectives, past tense, because I have

difficulty writing many words in English to

9 NS
become paragraphs, because my knowledge

of vocabulary, verbs and past tense is very

limited.”

“Difficult to write and adjust the language

10 RAP features, that is changing the verb in the past

tense because I can't change V1 to V2.”

The following is the interpretation of data from all data analysis: obtained to

classify the general structure and languages features used by respondents in writing

recount text.

Table 4. 15 interpretation of the general structure used by respondents in writing

recount text

Respon- Schematic Structure of Recount Text

No dent Orientation
Event Reorientation
Code Who What When Where

1 TAW      

2 RDA     

3 QIA     

61
4 SIH     

5 LNU     

6 SBM      

7 R    

8 SI      

9 NS      

10 RAP     

Total 10 10 10 7 10 6

Table 4. 16 interpretation of the language features used by respondents in

writing recount text

No Respon Language Features of Recount Text

. - Nouns & Actio Past Conjunctio Adverb Adjectiv

dent Pronoun n Tens n& s& e

Code s Verbs e Conjunctio Adverb

n of Time Phrases

1 TAW      

2 RDA      

3 QIA      

4 SIH      

5 LNU      

6 SBM      

7 R      

8 SI     
 9 NS     

10 RAP      

Total 10 10 10 10 10 8

The outcomes of the interviews with the 10 respondents will be discussed next.

To help comprehend the responses of the respondents, below are 3 diagrams.

Noise from outside

No trouble
Have no problem
Write to English & lacking vocabularies
Orientation
Lazy
Reorientation
The pen is stuck

10%
10% 30% 40%
50%

30%
20% 10%

Picture 4. 2. 1 Diagram of the answer Picture 4. 2. 2 Diagram of the answer

to question number 1 to question number 2

Past tense
Past tense+Verbs
Past tense+Conjunctions+Verbs
Past tense+Adjective+Verbs

30% 30%

10%
30%

Picture 4. 2. 3 Diagram of the answer

to question number 3

63
C. Discussion

Every genre of the story needs a generic structure to set it apart from

other works. This is so because each literary genre has a unique usage and

purpose. Accordingly, it is crucial to implement the generic structure of recount

texts to set one genre of text apart from the others. The generic structure of a

recount text is divided into three phases orientation, events, and reorientation.

1. The ability of the Generic Structures

a. Orientation: In the orientation section there is an introduction

which is also known as the background story that explains what,

who, when, and where, but there are 3 students did not write

down the place where the event occurred, so in their orientation,

they did not explain in detail “where” the event occurred. For the

orientation to be categorized as good, because it must include

what, who, when, and where elements. Only three students who

have not entered the element when to enter the element so that it

can be categorized as a good orientation.

b. Events: Respondents are good at writing events, they explain

how the events are arranged chronologically or in the order in

which they occurred. Some students are also able to write or

narrate more than one event, they tell seriously, what they

experienced, how the atmosphere was at that time, and what they

experienced, or did from one event to the next which was

clarified with descriptions of time and place. However, some

students are still lacking in constructing recount text events and

 some students also do not pay attention to how to recount text

events should be.

c. Reorientation: Such as closing in a story that contains what they

feel or think about the events they experienced and about the

respondent's comments, how they felt after experiencing the

incident, they explained how they closed the event, such as how

they went home and the students also in their resolution

explained that they felt happy, satisfied, excited, amazed, relaxed

and felt a family spirit after going through several events. Three

students did not have a reorientation part in the recount text, but

most of the students write down their reorientation.

2. The ability of the Language Features

From the results of data analysis conducted by the researcher, the

ability to write recount texts based on linguistic characteristics can be

categorized as good, because the students can write recount texts based

on the linguistic characteristics of the text, according to Fauziati et al

(2013), there are 6 linguistic features in recount text, namely: nouns and

pronouns, action verbs, past tense, conjunctions and conjunctions of

time, adverb and adverb phrases, and adjectives.

a. Nouns and pronouns: in this element, students are good at

writing recount texts, most of them use first person pronouns,

because according to the theme, namely recount texts that tell the

author's personal experience, they use subject pronouns and

possessive adjective pronouns, some use only the subject

65
 pronoun (I) and some use both (my family, my friends, my

teachers and I).

b. Action verbs: students use actions that are by their use, namely

to explain processes, actions, and activities. They use verbs that

usually explain the subject's behavior towards an event and

perception, so the sentence is accompanied by the subject and

the incident as a response to the subject's behavior, such as felt,

presented, decided, etc.

c. Past tense: Students write based on past tense patterns, which use

past verbs (v2) because this text tells an experience that

happened in the past. But, in all texts, there are tense errors in

certain paragraphs. They are often inconsistent in their use of the

past tense and confuse the reader.

d. Conjunctions and conjunctions of time: Students are able to use

various conjunctions and conjunctions of time in writing texts,

they use conjunctions to connect events that make sentences

coherent with one another. They also use time conjunctions quite

well and keep past events alive, but some students wrote recount

texts that did not use time conjunctions.

e. Adverbs and adverbial phrases: in writing, students use adverbs

to provide additional information about the verb, adjective, or

adverb itself. By using adverbs, students can provide additional

information about events that occur that keep events alive and

not boring. Such as giving additional information about the time,

location, and frequency or how often they do something.

 f. Adjective: they use adjectives to describe their impression of the

events they experience and feel based on their personal views,

and also to emphasize a word such as nouns and circumstances

that make it more specific. To emphasize relative things such as

beautiful, satisfied, fun, etc. However, 2 students who did not

include adjectives in their writing.

3. Difficulties in Writing Recount Text

a. Figure 4.2.1 shows the percentage chart of the second question,

which asks "What difficulties do you usually find in writing?",

the result is that only 20% of 10 respondents do not have

problems when they write, but most of them have difficulty in

writing, 30% of 10 respondents find it difficult to write if when

writing conditions from the environment around them there are

many disturbing sounds then they could not concentrate on their

writing, 30% of the next 10 respondents, they have difficulty

writing because of difficulty in converting their writing into

English due to lack of vocabulary mastery, then 10% of 10

respondents find it difficult to write when the writing instrument

they use is stuck and cannot be used to write, and 10% of 10

respondents think that the difficulty when writing is laziness.

From all these answers, it is necessary to create a calm and

conducive environment around respondents so that respondents

can concentrate more on writing, respondents also need to

practice increasing their vocabulary so that they did not found it

67
 difficult to write English by paying attention to the components

of good writing based on Jacob. [Link] (1981) which has 4

elements, namely: substance, organization, vocabulary, and

grammar, then the need to check stationery so that it does not get

stuck when writing and builds enthusiasm and motivates

respondents not to feel lazy in writing, this is done so that

difficulties respondents in writing can be reduced.

b. Figure 4.2.2 shows the percentage chart of the 3rd question,

namely "What are the difficulties in writing generic structures

that you found in writing recount text?”, From this question, the

researcher got an answer that 50% of the 10 respondents stated

that they had no problems in writing generic structures in recount

texts, they already understood how to write, and what the

constituent elements were and then applied them in the recount

texts they wrote. Then, 40% of 10 respondents find it difficult to

write reorientation in recount text, because they do not have

ideas to write, such as how to write comments or personal

opinions after telling about an event to end and complete a story

in recount text, and 10% of 10 participants found it difficult

when writing the orientation section, it can be seen that half of

the participants already understood how to write generic

structures in recount text, and all participants were able to write

events in recount text. From the results of the interview above, it

is also known that many students have difficulty in writing

reorientation, which can also be seen from the results of the

 generic structure analysis, there are still 4 students who do not

write reorientation because they have difficulty in writing down

their comments and personal opinions about the events they

experienced, and there are still 3 students in the orientation

section there is no "where" element because they do not mention

the location of the story, which is based on the results of analysis

and interviews, they find it difficult to adjust the elements in the

orientation, they are confused and cannot write orientation with

some of the existing elements in it, because of the limited

English vocabulary they have. Therefore, respondents need to

pay attention to and re-understand the generic structure of

recount text, because good writing is writing that is based on the

rules of generic text structure, especially on recount text.

c. Figure 4.2.3 shows the percentage chart of the 4th question,

namely "What are the difficulties in writing language features

that you found in writing recount text?". From these questions,

the researchers found that 30% of the 10 participants had

difficulty adjusting the past tense in writing language features,

30% of the 10 participants had difficulty adjusting the past tense

and verbs, and 30% of the 10 participants had difficulty adjusting

the past tense, adjectives, and verbs. , and 10% of 10 participants

have difficulty in adjusting past tense, conjunctions, and verbs in

writing language features in writing recount text. Each

respondent has difficulty in adjusting the language features, 100%

of the respondents have difficulty in adjusting the past tense

69
according to the results of the previous analysis, namely almost

all students make mistakes in using the past tense, and the

students still use V1 in their recount text. Then there are

problems with verbs because they do not master many verbs,

have difficulty in choosing and writing verbs, and are confused

in distinguishing between regular and irregular verbs.

Furthermore, there are problems in adjusting adjectives. In the

analysis above, 2 students who did not include adjectives in their

recount text, it happened because they did not know how to use

adjectives and had difficulties when inserting adjective elements

in a text, and there were difficulties in adjusting conjunctions in

connecting words. , sentences or phrases, in the analysis it was

also found that 2 students did not include conjunctions of time in

their recount texts, which was due to a lack of knowledge about

various conjunctions or did not know much about conjunctions,

and only knew a little about conjunctions, namely the

conjunctions they usually use in write. From this statement,

respondents need to pay close attention and re-learn to

understand the language features of recount text so that their

writing is more developed and can fully adapt to the language

features.
 CHAPTER V

CLOSURE

According on the findings from the research conducted at MTs Miftahul

Ulum Sugihmanik , the researcher offers a conclusion and some suggestions in

this section.

A. Conclusion

Based on the results of the research described above, the researcher can

conclude that:

1. The students are able to write recount text quite well based on generic

structure. They write sequence of events regularly and write text based

on generic structure. This can be seen from the orientation, most

students have explained the elements that are in it and only 3 students

who do not include the where element in the orientation. At the event,

they explained how the event happened well. And most of the students

wrote the reorientation, only 4 students did not write the reorientation

part in the recount text.

2. In general, students understand how to write language features in

recount text, most of them are able to use nouns and pronouns, action

verbs, but they are often inconsistent in the use of past tense in certain

paragraphs, in the use of conjunctions and conjunctions of time, only 20%

of students who do not use time conjunctions, they use adverbs well, and

on adjectives, only 20% of students do not include adjectives in their

writing. Although they still have some mistakes in writing the language

features of the recount text, but overall they are good in writing the

71
 language features of the recount text. Because researchers are aware of

their different skills, especially in writing.

3. Based on the results of the analysis and interviews, the difficulties they

faced when writing recount texts were: a. in the generic structure, in the

orientation section they are confused and cannot write with the "where"

element due to limited vocabulary mastery and lack of understanding of

the generic structure of the text, then in the reorientation section it is

difficult to write down comments and personal opinions about events

that have been experienced. b. on language features: difficulty in

adjusting the past tense when changing to V2. In verbs, because they do

not have much control, they choose, also write verbs, and are confused

in distinguishing between regular and irregular verbs. In adjectives, it is

because they do not know how to use them and have difficulty when

inserting adjective elements in a text. And the difficulty in adjusting

conjunctions is due to the lack of knowledge about various conjunctions

and only a few of the conjunctions they usually use in writing.

B. Suggestion

Based on the conclusions of the results of the study, researchers have

suggestions addressed to teachers and class VIII at MTs Miftahu Ulum

Sugihmanik in the academic year 2021/2022.

1. For students, first, students should improve their understanding of

English grammar, to increase their understanding of tenses, especially

past tenses so that they can distinguish the difference between past tense

and present tense. Second, students must often practice writing by

 practicing writing regularly both in class and at home which is useful for

them to improve writing quality by paying attention to the generic

structure and language features of the text, especially recount text. Third,

they have to read more literature and understand it to add insight into

vocabulary that can be used in writing English. Fourth, students need to

read and understand a lot about language features and generic structure

to improve writing skills, especially in recount texts.

2. For teachers, it is necessary to create a calm and conducive environment

around respondents so that respondents are more concentrated in writing,

then must build enthusiasm and motivate students not to feel lazy in

writing, and put more emphasis on improving vocabulary and grammar

because it is very useful for improving students' abilities. In writing this

is done so that students' difficulties in writing can be reduced.

73
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